going to a basketball game or a play, an invitation to study with others in the teacher’s room during lunch, or a suggestion to try out for a team or a choir, the message is that the educator can imagine these students succeeding in a context they have considered closed to them—and will support the opportunity.

■ Help the young person learn to set goals and take actions toward accomplishing them. Goal-setting and planning are learned skills crucial to success in almost any area. Educators who stare down poverty don’t assume students come equipped with those skills.

■ Take a diagnostic/prescriptive
approach to developing students’ aca-
demic skills. They determine which
skills the student will need in order to
pursue a goal and cultivate those skills.
This may include helping with reading,
writing, public speaking, applying for
college, advocating for yourself in situa-
tions in which you feel wronged, using
public transportation, or many other
skills that students from privileged
backgrounds assimilate.

A Fast Track

Traditional Ed.D.

Why more administrators have chosen Seton Hall University’s Executive Ed.D. Program:

• National/International Reputation • Dissertation Starts on Day One • Cohort Model of 30 Students • Intensive 2-year program: 10 Weekends, Two 4 week Summer sessions.